Fostering collaborative knowledge construction with visualization tools This study investigates to what extent collaborative knowledge construction can be fostered by providing students with visualization tools as structural support.
Thirty-two students of Educational Psychology took part in the study. The students were subdivided into dyads and asked to solve a case problem of their learning domain under one of two conditions: 1) with content-specific visualization 2) with content-unspecific visualization. Results show that by being provided with a content-specificAuthor(s): Fischer Frank,Bruhn Johannes,GrÃ¤sel Cornelia,Mand

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Knowledge Convergence in Computer-Supported
Collaborative Learning: The Role of External Representat This study investigates how two types of graphical representation tools influence the way in which learners use knowledge resources in two different collaboration conditions. In
addition, the study explores the extent to which learners share knowledge with respect to
individual outcomes under these different conditions. The study also analyzes the relationship between the use of knowledge resources and different types of knowledge.
The type of external representation (content-specific vs. contenAuthor(s): Fischer Frank,Mandl Heinz

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Epistemic and Social Scripts in Computer-Supported Collaborative Learning Collaborative learning in computer-supported learning environments typically means that learners work on tasks together, discussing their individual perspectives via text-based media or videoconferencing, and consequently acquire knowledge. Collaborative learning, however, is often sub-optimal with respect to how learners work on the concepts that are supposed to be learned and how learners interact with each other. One possibility to improve collaborative learning environments is to conceptualiAuthor(s): Weinberger Armin,Ertl Bernhard,Fischer Frank,Mandl

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Knowledge convergence in collaborative learning: Concepts and assessment In collaborative learning the question has been raised as to how learners in small groups influence one another and converge or diverge with respect to knowledge. This article conceptualizes knowledge convergence and further provides measures for its assessment prior to, during, and subsequent to collaborative learning. In an exemplary study in the field of computer-supported collaborative learning with forty-eight (48) locally distant participants in 16 groups of three, we apply these measures Author(s): Weinberger Armin,Stegmann Karsten,Fischer Frank

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Collaboration Scripts  A Conceptual Analysis This article presents a conceptual analysis of collaboration scripts used in face-to-face and computer-mediated collaborative learning. Collaboration scripts are scaffolds that aim to improve collaboration through structuring the interactive processes between two or more learning partners. Collaboration scripts consist of at least five components: (a) learning objectives, (b) type of activities, (c) sequencing, (d) role distribution, and (e) type of representation. These components serve as a baAuthor(s): Kollar Ingo,Fischer Frank,Hesse Friedrich

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Internal and external collaboration scripts in web-based science learning at schools Collaboration scripts can help learners to engage in argumentation and knowledge acquisition. However, they might have differential effects for learners holding differently structured knowledge (internal scripts) on argumentation. We investigated how external scripts interact with learners internal scripts concerning collaborative argumentation. 98 students from two secondary schools participated. Two versions of an external collaboration script (high vs. low structured) supporting argumentatiAuthor(s): Kollar Ingo,Fischer Frank,Slotta James

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Narratives and their significance for childrens communication about their world In this article I will give a description and a definition of narrative through historical review. This forms a background to my other purpose, to describe and discuss the importance of using storytelling as a tool for meaning making for the individual. In this text I will also raise the significance of stories as a tool for society to mediate culturally important messages to the individual and thereby shed light upon the dialectics between the individual and the collective.,part of KaleidoscopeAuthor(s): Klerfelt Anna

Video-as-Data and Digital Video Manipulation Techniques for Transforming
Learning Sciences Research, This chapter concerns the theoretical and empirical foundations and current progress of the Digital Interactive Video Exploration and Reflection (DIVER) Project at Stanford University. The DIVER Project aspires to accelerate cultural appropriation of video as a fluid expressive medium for generating, sharing, and critiquing different perspectives on the same richly recorded events and to work with others to establish a Digital Video Collaboratory (DVC) that enables cumulative knowledge building Author(s): Pea Roy D.

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A Logo-based Task for Arithmetical Activity Young children attend to answer-getting readings of arithmetical notation. This is evidenced by many childrens exclusive acceptance of a + b = c syntaxes that lend themselves to computational readings (e.g. Behr et al., 1976; Carpenter & Levi, 2000; Knuth, Stephens, McNeil & Alibali 2006). Even those children who do accept a wider variety of syntaxes, such as a + b = b + a and c = a + b , adhere to a computational view involving getting answers to both sides of the equals sign and checking theAuthor(s): Jones Ian

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The evolution of research on collaborative learning For many years, theories of collaborative learning tended to focus on how individuals function in a group. More recently, the focus has shifted so that the group itself has become the unit of analysis. In terms of empirical research, the initial goal was to establish whether and under what circumstances collaborative learning was more effective than learning alone. Researchers controlled several independent variables (size of the group, composition of the group, nature of the task, communicationAuthor(s): Dillenbourg Pierre,Baker Michael J.,Blaye AgnÃ¨s,O

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Six Years of Knowledge Networking in Learning Sciences and Technologies This report presents a series of in-depth reflections about the work of the Center for Innovative Learning Technologies (CILT) from 1997 until 2004. Each member of the CILT team (Principal investigator, postdoctoral scholar, project coordinator and manager) provided their personal reflections on what they, and all of us as a group, have learned from the attempt to stimulate the development and implementation of important, technology-enabled solutions to critical problems in K-14 STEM learning inAuthor(s): Sabelli Nora,Pea Roy D.,Park Menlo,Alto Palo

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Emerging Social Engineering in the Wireless Classroom Code It! fosters mathematics learning environments where pre-algebra students use handheld technologies to confidently and enjoyably explore and learn about functions. The resources we developed—server-based and handheld software and paper-based student and teacher texts—were packaged as a 20-session unit on code making and breaking and designed to boost students’ understanding of mathematical functions and their facility with the multiple representations of tables, graphs and symbols. We Author(s): Goldman Shelley,Pea Roy D.,Maldonado Heidy

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Learning Science through Collaborative Visualization over the Internet Ten years ago, we launched the Learning through Collaborative Visualization, or CoVis Project. "Collaborative visualization" refers to development of scientific knowledge that is mediated by scientific visualization tools in a collaborative learning context. Funded by the National Science Foundation as an advanced networking testbed, our partnership of Northwestern University, Bellcore, Ameritech, the Exploratorium Science Museum in San Francisco, and the University of Illinois at Urbana-ChampaiAuthor(s): Pea Roy D.

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To Unlock the Learning Value of Wireless Mobile Devices, Understand Coupling Handheld computers will become an increasingly compelling choice of technology for K-12 classrooms because they will enable a transition from occasional, supplemental use to frequent, integral use [1, 2]. Early evaluations suggest teachers and students respond to handhelds favorably [3]. At the same time, these devices will become communication enabled, through wireless technologies such as infrared beaming or radio-based local area networks. The clarity with which we can see the potential has lAuthor(s): Roschelle Jeremy,Patton Charles,Pea Roy D.